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SPECIES TALES © Staffan Widstrand / WWF English and literacy resource for primary schools

OVERVIEW ! They prowl through the stories of our youth, and stalk the literature and poetry of our adult lives, beautiful and powerful. However, wild tiger numbers have plummeted by over 95% in the last century! Three of the nine tiger are already extinct and there are more tigers in captivity in the USA than there are in the wild. for their parts which are seen as status symbols or used in traditional Asian medicine, and loss of habitats are the THREE OF main threats to the tiger. THE NINE TIGER SUBSPECIES The aim of this resource is to encourage 7 to 11 year olds ARE ALREADY to find out more about this iconic , and the threats EXTINCT it faces, and develop their own ideas and opinions on environmental issues through creative and persuasive writing. Simple activities are provided to help pupils develop their understanding of the natural world and to reflect on how their own actions can help shape the future. This resource has been produced to help schools get involved in our ambitious programme to double the number of tigers in the wild by 2022, the next Chinese Year of the Tiger.

© Martin Harvey / WWF

Request the full resource at wwf.org.uk/iptschools ACTIVITIES

IVITY CT Endangered animal pictionary: A A fun game to explore why some species are at risk and what can be done to © Martin Harvey / WWF O N E protect them.

IVITY An explorer’s blog: A creative writing CT A activity to find out more about the tiger and its habitat and describe how it would T W O feel to meet a tiger face to face in the wild. CURRICULUM LINKS

England KS2 – English Language, comprehension and composition; Science Working IVITY Tiger haiku: Poetry writing activity CT scientifically, , living things and their A about the tiger to encourage pupils to use habitats; Geography Locational knowledge, language in a creative way. E place knowledge, human and physical geography; T H R E Computing; Art & Design

Northern Ireland KS2 – Language and literacy; The world around us Interdependence, IVITY News report: Top tips for pupils to CT movement and energy, place, change over time; A produce a compelling news report about The Arts Art and Design Technology? the plight of the tiger. F O U R Scotland Curriculum for Excellence P4-P7 – Languages Literacy and English; Sciences Planet Earth, biodiversity and interdependence; Social studies People, place and environment; IVITY The tiger who came to visit: Using Technologies ICT to enhance learning; CT A the WWF television advert as a starting Expressive Arts Art and Design. point, story-writing activity to encourage F I V E imagination and creativity. Wales KS2 2015 – English Language and literacy; Science interdependence; Geography Understanding places, environments and processes; Information and Communication IVITY Tigers on the edge: Use of persuasive Technology; Art & Design. CT A skills to create a campaign and inspire the whole school community to help WWF S I X protect tigers and their habitats.

IVITY Tiger tapestry: Inspired by a famous CT A painting by Henri Rousseau, creation of a visual display to raise awareness and N S E V E celebrate the splendor of the natural world.

© National Geographic Stock / Michael Nichols / WWF © David Lawson / WWF-UK

IVITY CT A

Endangered animal pictionary O N E Overview Through a fun game of pictionary, pupils Endangered species explore the concept of endangered species and Scientists use the following categories to keep discuss what can be done to help protect these track of the level of risk animals face in the wild. animals and their habitats. Extinct: No longer exist on the planet (e.g. dodo, quagga, )

Extinct in the wild: No longer exist in the wild, Objective only found in captivity (e.g. Wyoming toad, Pere • To learn what the term ‘endangered’ means and why David’s deer) some species are categorised as endangered/at risk Critically endangered: Extremely high risk • To explore actions we can take to help protect of becoming extinct (e.g. black rhino, mountain and natural habitats gorilla, Bornean orang-utan)

Endangered: Very high risk of becoming What you need extinct (e.g. tiger, blue whale, ) • WWF Endangered Vulnerable: High risk of becoming extinct Animals fact cards (e.g. African elephant, giant panda, polar bear)

• Whiteboard/flipchart • Pens What is WWF doing? Get going WWF’s goal is to build a future in which people live in harmony with nature by conserving Discuss what pupils already biodiversity and reducing the impact of know about endangered species. human activity. WWF works in partnership Invite a volunteer to come to the front of the class and with governments, local draw an animal from the endangered animals fact communities and other cards. The rest of the group must guess which animal conservation organisations it is. Before starting on the next drawing with another around the world to help pupil, discuss with the group why this animal might be protect endangered animals endangered and what can be done to protect it. Pupils and restore their habitats. could research other endangered animals and produce additional cards for the game.

Bornean orang-utan Black rhinoceros Snow leopard

Habitat: Forests on the Habitat: Mostly in the Habitat: Grasslands and Habitat: High mountains of island of Borneo. grasslands of southern forests in Asia. central Asia. Africa. Threats: Forests cut down Threats: Loss of habitat, Threats: Hunted for their for timber and to grow palm Threats: Poaching for conflict with people and fur or because they prey on oil, and the illegal pet trade. their horns, seen as a poaching. livestock status symbol.

Tiger Mountain gorilla Blue whale Hawksbill turtle

Habitat: Forests, grasslands Habitat: Mountain forests Habitat: All oceans except Habitat: Atlantic and Pacific and in Asia. of central Africa. the Arctic. oceans. Threats: Poaching for the Threats: Loss of habitat, Threats: Pollution, shipping Threats: Caught in illegal , loss of poaching, human wildlife and . fishermen’s nets, collection habitat and climate change. conflict and climate of eggs and fewer nesting change. beaches due to climate change and tourism Photo credits: Tiger – © naturepl.com / Andy Rouse / WWF, Bornean orang-utan – © naturepl.com / Edwin Giesbers / WWF, Black rhinoceros – © Martin Harvey / WWF, Asian elephant – © Richard Barrett / WWF-UK, Snow leopard - © Klein & Hubert / WWF, Mountain gorilla – © Martin Harvey / WWF, Blue whale – © naturepl.com / David Fleetham / WWF and Hawksbill turtle – © Martin Harvey / WWF. © naturepl.com / Anup Shah WWF

IVITY CT A

An explorer’s blog – T W O The day I came face to face with a tiger

Overview Through this creative writing activity, pupils find out more about the tiger and its habitat and use their imagination and storytelling skills to describe how it would feel to meet a tiger in the wild.

Objective • To learn more about what the term ‘endangered’ means and why some species are categorised as endangered/at risk

• To explore actions we can take to help protect wildlife and natural habitats

What you need • Footage of tigers at www.arkive.org

• Resource sheet ‘Meet the tiger!’

Get going To introduce the activity, you can watch footage of tigers with the class and discuss how these animals live. find out more about the tiger from the resource sheet What do tigers look like? How would you describe their and write a short blog entry about their experience. habitat? What do they need to survive? What do they What happened? Where were they? What did they see? eat? Ask pupils to imagine how they would feel if they How did they feel? What did they do? They could select came face to face with a tiger in the wild. In pairs, they an image to add to their blog. © naturepl.com / Francois Savigny WWF

Resource sheet: Meet the Bengal tiger!

Population: Fewer than 2,650 Bengal Key threats: Loss of habitat: A huge tigers left in the wild. About 2,200 of amount of forest have been cut down for them are found in . timber, farming and to build roads and railways. Weight: Up to 260kg – the weight of about nine 10 year olds! Conflict with humans: As their habitats are destroyed and there is less Length: Up to 3 metres from nose to tail wild prey for tigers, they can prey on Appearance: fur with black livestock and then be killed by farmers stripes and a white underbelly. No two trying to protect their livelihood. tigers have the same pattern of stripes. Poaching: Tigers are poached (illegally Habitat: The Bengal tiger is found killed) for their skin and body parts, mainly in the forests, grasslands and which are seen as a status symbol or used mangroves of India. Smaller groups in traditional Asian medicine. can be found in , and . What is WWF doing? Food: Tigers hunt alone mostly at night WWF works with governments, and use their excellent hearing and local communities and other eyesight to catch their food - mainly deer, conservation organisations to wild pigs and antelopes. They quietly stop poaching and deforestation. WWF also works with ‘tiger stalk their prey until they are close champions’ in local communities enough to pounce, killing with a bite with to help protect and monitor tigers their powerful jaws. and their habitat. © National Geographic Stock / Michael Nichols WWF

IVITY CT A

E Tiger haiku T H R E Overview Poetry is an excellent way for pupils to express themselves, synthesize information they have learned and use language in a creative way. In this activity, pupils explore words to describe the tiger as well as their emotions towards this majestic animal. They then write their own Haiku poetry haiku poem. As a group, use a photograph of a tiger to explore words and phrases that best describe the animal and build a word bank (e.g. brave, daring, Objective powerful, extraordinary, dangerous, beautiful, • To use language in a creative way to explore the majestic). Individually, pupils write their own natural world haiku poem on the tiger and its habitat. You could also have a haiku competition with the What you need whole school. • Photograph of a tiger Stalking through jungle • Whiteboard/flipchart Burning orange, raven blank • Pens Muscles coil, waiting • Inspirational images resource sheet By Beth Goodyear, Scottish Book Trust Get going Tigers are fearsome As a group, use a photograph of a tiger to explore words and phrases that best describe the animal They can crush you with their jaws and build a word bank (e.g. brave, daring, powerful, I want to ride one extraordinary, dangerous, beautiful, majestic). Individually, pupils write their own haiku poem on By Andy Jenson, the tiger and its habitat. You could also have a haiku year 6 competition with the whole school. Resource sheet: Inspirational images

Photo credits from top left: Tiger – © naturepl.com / Edwin Giesbers / WWF, © naturepl.com / Edwin Giesbers / WWF, © naturepl.com / Andy Rouse / WWF, © Kevin Schafer / WWF, © naturepl.com / Andy Rouse / WWF, © National Geographic Stock / Michael Nichols / WWF, © Martin Harvey / WWF and © Theo Allofs / WWF-US. © Martin Harvey / WWF

IVITY CT A

News report F O U R Overview In this activity, pupils find out more about the tiger and Top tips for news report writing the dangers it faces. They then produce a compelling 1. Use punchy headlines to make people news report to raise awareness of the importance of want to read your report. protecting these animals and their habitats. 2. Sum up what your report is about in your first sentence. Objective 3. Give a short description of the story, using facts and data. • To learn more about the plight of the tiger 4. Include your own opinions on the • To write for a specific context, purpose and audience subject. What you need 5. End with a personal comment or quote from someone relevant to the story. • WWF Explore poster ‘Tigers’ www.wwf.org.uk/ iptschoolresources

• Resource sheet ‘Meet the Bengal tiger!’

• Maps and reference materials

• ‘How to make a great news report’ www.youtube.com/ watch?v=iPAlT02bbOk and ‘Top tips on how to be a great news reporter and presenter’ www.youtube.com/watch?v=2J5EUCiTiBQ

Get going Discuss with the class what makes a good news report, using the ‘Top tips on news reporting’ as a starting point. In pairs, invite pupils to produce their own news story about the plight of the tiger. They research what the main threats to tigers are and explore what can be done to protect them. They can report on one of the five different tiger species (Bengal, Amur, Malayan, Indochinese, Sumatran) or focus on tigers overall. They then record or film themselves or present their report to the class. IVITY CT A

The tiger who came to visit F I V E Overview In this activity, pupils use the WWF television advert as a starting point to write a story. They are encouraged to explore their own feelings and opinions as well as what they have learned about tigers and what they need to survive in the wild. They can share their stories to engage and inspire a wider audience.

Objective • To find out more about the tiger and its habitat

• To practise composition skills

What you need • WWF television advert: www.youtube.com/watch?v=-B0VZQ1FpCw

• Resource sheet ‘When the tiger stepped out of the kitchen door …’

Get going Show the WWF advert as a starting point for story writing. Why is the tiger on the bed? Why is the tiger on the bed? What might have happened to it? Why does the family help? How does the advert make you feel? If the film continued, what would happen next? Using the resource sheet, ask pupils to draw a storyboard showing what happened to the tiger when it stepped out of the house. Based on the storyboard, pupils then write their own story to share with others. Resource sheet: When the tiger stepped out of the kitchen door…

Story board frame 1 Story board frame 2

Story board frame 3 Story board frame 4

Story board frame 5 Story board frame 6 © naturepl.com / Andy Rouse WWF

IVITY CT A

Tigers on the edge S I X Overview In this activity, pupils use their persuasive skills to create a campaign and inspire the whole school community to help WWF protect the tiger.

Objective • To develop a sense that we can all make a difference in the world

• To practise persuasive writing

What you need • Resource sheet ‘Our campaign action plan’

• A large piece of paper or card, size A3, for each team

• ‘Becoming a young campaigner’ wwf.org.uk/greenambassadors

Get going Pupils create a campaign to encourage the whole school community to help protect these endangered animals. In teams, they discuss what they have learned about the plight of the tiger and brainstorm ideas. Why are tigers in danger, why should they be saved and what can we do to help them? They then create a visual outline of their each team to present their board to the class and pupils chosen campaign on a large piece of paper or card, can vote on their favourite idea. The tiger paw template using words and pictures. The resource sheet provides can be used to invite pupils in the school to express questions to help them define their campaign. Invite their wishes for the future. Resource sheet: ‘Our campaign action plan!’ © Staffan Widstrand / WWF

Vision • What changes do you want to see?

• Why is this important?

Who • Who do you want to influence? (Pupils in your school, other schools, the public, governments, companies)

• Who will do what?

• Who might help you?

When • When will you start your campaign?

• How long will it last?

How • How are you going to influence people? (e.g. your own advertising film, school assembly, fundraising events, social media, article in local magazine, local radio, talks by experts, posters, work with WWF and other conservation organisations) © David Lawson / WWF-UK

IVITY CT A

N Tiger tapestry S E V E Overview Inspired by the stripes and colours of the tiger, pupils create a visual display to raise awareness of the importance of protecting tigers and to express their own feelings towards these majestic animals.

Objective • To evaluate and analyse creative work Henri Rousseau’s ‘Tiger in a tropical storm’ • To develop art techniques such as drawing Tiger in a Tropical Storm’ is an 1891 oil-on-canvas and painting painting by Henri Rousseau. It shows a tiger ready • To raise awareness of the importance of to pounce on its prey in the midst of a tropical storm, protecting wildlife with wind, lightning and pouring rain. The tiger prey is beyond the edge of the painting so the viewer What you need can imagine what the outcome will be. Rousseau never left France but when he was painting he could • Representation of Henri Rousseau’s painting imagine he was anywhere in the world. ‘Tiger in a tropical storm’

• www.youtube.com/watch?v=JQYrBWnJW4s

• Art and craft materials

• One piece of card per pupil (30cm x 15cm)

• Tiger outline

Get going Show Henri Rousseau’s painting ‘Tiger in a tropical storm’ to engage pupils and stimulate discussion. What feelings towards the tiger. Using the colours and stripes does the painting represent? How does it make you feel? of the tiger as a stimulus, pupils can choose a medium of What could be the painter’s intention? Invite pupils their choice (drawing, paint, charcoal, collage, stitching to create a tapestry collectively to express their own etc.) and create their own square of the tapestry.

WWF school workshop

WWF offers a range of engaging and creative workshops for primary schools at the Living Planet Centre in Woking. You can find more information at www.wwf.org.uk/ schoolvisits

In the 2 hour workshop ‘Tiger Tales’, pupils learn about these wonderful animals and why they are endangered. The visit starts with an exciting ‘Animal adaptation’ quiz around the WWF Experience – a series of four themed interactive exhibition areas. Using iPads, fun tiger props and their imagination, pupils create their own fantastic ads to raise awareness of the plight of the tigers and the importance of protecting them.

You can find out more information on tigers and how to become a tiger protector at www.wwf.org.uk/iprotecttigers © National Geographic Stock / Michael Nichols WWF